Discussion of an Ict Scheme of Work
EDP361 – Assignment 3
The scheme of work I have chosen to critique consists of 8 lessons on website designing with year 8 students. The scheme I have chosen is to teach the students to design and implement their own website with a sequence of linked web pages. I am going to look into the opportunity for assessment that this scheme of work allows as nothing has been addressed within the unit. The topic I have chosen is one that I have been teaching and observing at my current placement and have seen it be taught to different ability levels. The scheme offers many varied approaches that are present within my current teaching practice and I have seen first hand what kinds of assessments have worked within this topic in comparison to others in year 8. The unit is a follow on from previous topics of ‘information and presentation’ and ‘Public information systems’ which ensures previous understanding of how the internet works and what it is used for. Having previous knowledge in the topic ensures they understand how the internet operates, which will allow this scheme to promote creative thinking and allows students to implement there own ideas into the project (National Curriculum, 2012).
Within the scheme of work there is an ‘Expectations’ section, before the lessons or activities are set out, which is divided into three headings; ‘Most pupils will’, ‘some pupils will not have made so much progress and will’ and ‘some pupils will have progressed further and will’. Dividing the class into these three groups may be difficult since the scheme of work is based on having students work in groups. These expectations seem inaccurate as different abilities may be together either due to numbers within that class or due to the lack of assessment within the scheme. Situations like this could lead to students not being in the best group to aid there specific strengths if they have not been assessed before being put into groups. From my current experience with year 8 students
The scheme of work I have chosen to critique consists of 8 lessons on website designing with year 8 students. The scheme I have chosen is to teach the students to design and implement their own website with a sequence of linked web pages. I am going to look into the opportunity for assessment that this scheme of work allows as nothing has been addressed within the unit. The topic I have chosen is one that I have been teaching and observing at my current placement and have seen it be taught to different ability levels. The scheme offers many varied approaches that are present within my current teaching practice and I have seen first hand what kinds of assessments have worked within this topic in comparison to others in year 8. The unit is a follow on from previous topics of ‘information and presentation’ and ‘Public information systems’ which ensures previous understanding of how the internet works and what it is used for. Having previous knowledge in the topic ensures they understand how the internet operates, which will allow this scheme to promote creative thinking and allows students to implement there own ideas into the project (National Curriculum, 2012).
Within the scheme of work there is an ‘Expectations’ section, before the lessons or activities are set out, which is divided into three headings; ‘Most pupils will’, ‘some pupils will not have made so much progress and will’ and ‘some pupils will have progressed further and will’. Dividing the class into these three groups may be difficult since the scheme of work is based on having students work in groups. These expectations seem inaccurate as different abilities may be together either due to numbers within that class or due to the lack of assessment within the scheme. Situations like this could lead to students not being in the best group to aid there specific strengths if they have not been assessed before being put into groups. From my current experience with year 8 students
Bibliography: -Assessing Student Learning - five practical guides. 2012. Assessing Student Learning - five practical guides. [ONLINE] Available at: http://www.cshe.unimelb.edu.au/assessinglearning/03/group.html. -Angelo, T, 2010. Classrooms assessment techniques: A handbook for college teaching.. 2nd ed. Washington, DC: The national center for research to improve postsecondary teaching and learning. -Black, P, 1998. Assessment and Classroom Learning. Assessment and Classroom Learning, 1/5, 15-27. -Falchikova, N, 1995. Innovations in Education and training international. Peer Feedback Marking: Developing Peer Assessment, 2/32, 175-187. -Gaulden, S. (2010). Classrooms assessment techniques: A handbook for college teachers, 2nd ed. Thomas A Angelo & K. Patricia Cross. Redone by S, Gaulden 2010. -Ofsted | Good assessment in secondary schools . 2012. Ofsted | Good assessment in secondary schools . [ONLINE] Available at: http://www.ofsted.gov.uk/resources/good-assessment-secondary-schools. -The school curriculum - Schools. 2012. The school curriculum - Schools. [ONLINE] Available at: http://www.education.gov.uk/schools/teachingandlearning/curriculum. -Teachers ' standards - Schools. 2012. Teachers ' standards - Schools. [ONLINE] Available at: http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards. -University of Wollongong, (2002) Code of Practice - Teaching & Assessment http://www.uow.edu.au/about/teaching/teaching_code.html#group. Accessed 26th February, 2002. -Winchester-Seeto, T. (April, 2002). Assessment of collaborative work - collaboration versus assessment. Invited paper presented at the Annual Universe Science Symposium, The University of Sydney, 5th April.